The purpose of this unit is for students to explore the concept of plate tectonics. During this unit students begin with background information on the layers and structure of the earth. The information on structure and layers builds off the student’s prior knowledge of the rock cycle. The lesson unfolds into, what is the theory of plate tectonics? Students trace the development of the theory of plate tectonics. Students explore what the plates actually are and relate this information to the structure of the earth. Students are taught about sea floor spreading, and then navigate themselves through an inquiry activity where they need to put their knowledge together with different types of evidence and models. Students also learn about the different types of plate boundaries, and do a hands-on activity with graham crackers and frosting to model the boundaries. Students also learn and perform an inquiry activity about convection currents. Finally students end with a jigsaw activity that shows the connection between the natural phenomena of our planet and the earth's plates. This activity ties in nicely with the unit to come earthquakes and volcanoes. Differentiated activities based on core and content standards that include reading, writing and inquiry are used in an effort to reach multiple learners. Unit Plan
ESS1 (9-11)INQ+POC-2 ESS1 (9-11)INQ+POC-3b Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
The students will be assessed in multiple ways throughout the unit. The students will be assessed informally through quick questions that are asked at the beginning of each class about information that has been covered in the unit. The teacher will use this assessment information to reflect on the teaching process as it is happening. This way the teacher can clear up the student misconceptions before the final summative assessment of the unit. The unit is also designed so there are opportunities for the teacher to informally assess students through discussion and observation. The teacher will assess in this way when the students meet in their smaller groups during their activities. The teacher will also collect more formal assessments through out the unit by using and grading the worksheets the students do in class and for homework. The final summative assessment addresses student knowledge at different levels of bloom's taxonomy. For example, students will identify and explain concepts and develop logical arguments. With the unit designed this way, it provides multiple opportunities for informal and formal assessment giving all students the opportunity to succeed.
Rationale
VERY IMPORTANT: Your rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.
This unit on Plate Tectonics was created based on the students already having prior knowledge of the scientific method and the rock cycle. This knowledge was essential for the students in understanding the activities and the concept of plate tectonics. In this unit a wide variety of activities were used to teach a different number of learning styles. Students use technology, videos, animations, data and evidence interpreting activities, inquiry activities, cooperative and individual work. Students are drawn into each daily activity with questions about themselves that can tie into the content. The discussions include questions about prior knowledge and experiences so the teacher can take note of what may need to be reviewed or what students already know. As the teacher takes note of the student's knowledge the teacher can either speed up or slow down the pace of the lesson. The unit was designed for the teacher to have flexibility with the topics providing extra practice as homework where needed. Two inquiry activities were offered in the unit. One activity on sea floor spreading gives the students the opportunity to interpret data. The other activity gives the students the opportunity to design their own experiment. These two activities are conveniently placed further into the unit to give the students the opportunity to become more comfortable with their knowledge. Students become more comfortable with their knowledge because as they learn daily they will connect the information about the unit with the guidance of the teacher. The students will be informally assessed daily by the teacher with the questions asked and the movement of the teacher through the groups during class time. Students will also be more formally through the formative assessment worksheets and graphic organizer they ill use throughout the unit. The summative assessment will be at the end of the unit. The summative assessment will use a variety of question types, interpretation of data and different levels of cognitive assessment.
Title: The Ever Evolving Earth
Grade Level:9
Course:Earth Science
Purpose of Unit
The purpose of this unit is for students to explore the concept of plate tectonics. During this unit students begin with background information on the layers and structure of the earth. The information on structure and layers builds off the student’s prior knowledge of the rock cycle. The lesson unfolds into, what is the theory of plate tectonics? Students trace the development of the theory of plate tectonics. Students explore what the plates actually are and relate this information to the structure of the earth. Students are taught about sea floor spreading, and then navigate themselves through an inquiry activity where they need to put their knowledge together with different types of evidence and models. Students also learn about the different types of plate boundaries, and do a hands-on activity with graham crackers and frosting to model the boundaries. Students also learn and perform an inquiry activity about convection currents. Finally students end with a jigsaw activity that shows the connection between the natural phenomena of our planet and the earth's plates. This activity ties in nicely with the unit to come earthquakes and volcanoes. Differentiated activities based on core and content standards that include reading, writing and inquiry are used in an effort to reach multiple learners.Unit Plan
Learning Performances and Standards
ESS1 (9-11)INQ+POC-2ESS1 (9-11)INQ+POC-3b
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Lesson Sequence
Present a sequence of lessons for 10-15 days of instruction, including at least one lesson that provides students with opportunities to engage in inquiry practices described in class. You should use the template: EDC 430 F11 Lesson Tempate to develop each lesson.Lori Ann Day 1
Lori Ann Day 2
Lori Ann Day 3
Lori Ann Day 4
Lori Ann Day 5
Lori Ann Day 6
Lori Ann Day 7
Lori Ann Day 8
Lori Ann Day 9
Lori Ann Day 10
Lori Ann Day 11
Day 11 Unit Review
Day 12 Unit Test
Assessment Plan
The students will be assessed in multiple ways throughout the unit. The students will be assessed informally through quick questions that are asked at the beginning of each class about information that has been covered in the unit. The teacher will use this assessment information to reflect on the teaching process as it is happening. This way the teacher can clear up the student misconceptions before the final summative assessment of the unit. The unit is also designed so there are opportunities for the teacher to informally assess students through discussion and observation. The teacher will assess in this way when the students meet in their smaller groups during their activities. The teacher will also collect more formal assessments through out the unit by using and grading the worksheets the students do in class and for homework. The final summative assessment addresses student knowledge at different levels of bloom's taxonomy. For example, students will identify and explain concepts and develop logical arguments. With the unit designed this way, it provides multiple opportunities for informal and formal assessment giving all students the opportunity to succeed.
Rationale
VERY IMPORTANT: Your rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.This unit on Plate Tectonics was created based on the students already having prior knowledge of the scientific method and the rock cycle. This knowledge was essential for the students in understanding the activities and the concept of plate tectonics. In this unit a wide variety of activities were used to teach a different number of learning styles. Students use technology, videos, animations, data and evidence interpreting activities, inquiry activities, cooperative and individual work. Students are drawn into each daily activity with questions about themselves that can tie into the content. The discussions include questions about prior knowledge and experiences so the teacher can take note of what may need to be reviewed or what students already know. As the teacher takes note of the student's knowledge the teacher can either speed up or slow down the pace of the lesson. The unit was designed for the teacher to have flexibility with the topics providing extra practice as homework where needed. Two inquiry activities were offered in the unit. One activity on sea floor spreading gives the students the opportunity to interpret data. The other activity gives the students the opportunity to design their own experiment. These two activities are conveniently placed further into the unit to give the students the opportunity to become more comfortable with their knowledge. Students become more comfortable with their knowledge because as they learn daily they will connect the information about the unit with the guidance of the teacher. The students will be informally assessed daily by the teacher with the questions asked and the movement of the teacher through the groups during class time. Students will also be more formally through the formative assessment worksheets and graphic organizer they ill use throughout the unit. The summative assessment will be at the end of the unit. The summative assessment will use a variety of question types, interpretation of data and different levels of cognitive assessment.